HST 096 1st Edition Lecture 18Outline of Last Lecture The last lecture was comparing the two movies we watched including the characters and real people associated with each.Outline of Current Lecture - Red Progressives, Society of the American Indian- John Collier and the Indian New Deal- Merriam Report, Indian Reorganization Act, Navaho- WWII: urbanization, Pan-Indian Identity- Relocation, Termination, Indian Claims Commission - National Congress of American Indians- Lyndon Johnson’s War on Poverty- National Indian Youth Conference/Red Power- Fish-ins, AlcatrazThis current lecture deals with the events and figures above. The gist is how Indians would begin to assimilate into American society, while being given more rights, and having laws, like the Dawes act, repealed so that Indians could more easily survive and function in America. (the last three term will be mentioned in next class.Current Lecture- Red Progressives, Society of the American Indiano Carlos Montezumao Charles Eastman (helped found several YMCA’s and the Boy scouts)o Gertude Bonnin (Red Bird) advocated for social betterment stationsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o (Above) all educated during forced education during Dawes Act, part of 10 % that would go on to succeedo American Indian policy became racial not tribal.o The three mentioned above help start the Society of American Indianso An attempt to climb social ladder and defend Indianso Did not like Wild West shows, felt it degraded Indians o These groups pushing American and Pan Indian valueso Laid groundwork for Roosevelt reforms- John Collier and the Indian New Dealo Great ally was John Collier, had fought for progressive reforms for European migrantso Saw Indian dance while at a village Taus Pueblo, saw its majesty, saw the necessity to destroy the Dawes Act and save Indian culture and Institutionso Saw the Indians as antidote to the Industrialization happeningo Worked to fight the taking and o Fought against the failing exploitation of taken Indian Landso Would become the Head of Indian Affairs.o Made Indian New Deal, pushed for emergency rations, helped provide jobso Got rid of Dawes act, ended the sales of Indian Landso Made day schools on reservations, got rid of old education systemo Made it allowable for former illegal cultural practices to be practicedo Was ridiculed by American government- Meriam Report, Indian Reorganization Act 1934, Navahoo Based on systematic study by Lewis Meriamo Unequivocally said that the Dawes Act was not working, Indian life still terrible,not improving.o Would set ground work for new legislation like one stated below o Indian Reorganization Act 1934o Circulated by Collier to Indian leaders to gather feedback (IRA did not have full support)o Put into law and practice, protection of culture and such as well and private land.o Returned some landso Allowed for some autonomy on the reservationo Allowed Indians to buy back lands for support of Indian reservations o Allowed of bi-lingualismo Only to come into use if accepted by Tribes (174 ya, 74 nay) o One of the largest tribes did not accept, this was the Navaho They did not trust Collier He had campaigned among Navaho to allow government to slaughter Navaho livestock Colliers staff had told him this was necessary to prevent soil erosiono Results of IRA are that the Indian land were enlargedo Education under IRA still inferior- WWII: urbanization, Pan-Indian Identityo Great depression brought to an endo Interrupted Indian New Dealo Important watershed (service in the military in both US and Canada)o Were welcomed into integrated units (admired as natural warriors)o Economic impact of war on the Indians (45,000 left their homes to build for the war)o Also left home to go with family who was working (allow for integration into society)o Both the soldiers coming back and workers chose to remain in urban areas, not go back to reservations (foster assimilations all over North America)o 1926 only 3% in city, by 1945 30%, 1970 40%, by 2000 66%o during and after WWII most Indians congregated in ghettos, where they formed intertribal links and friendships.o More population allowed for more political power (1930’s 350,000—1970’s 800,000 o Opponents of Roosevelt reforms wanted to get rid of Collier’s reform (These senators were western individuals who thought the Indians were communist communities)o Others saw this as a better way to integrate, others to increase economic state - Relocation, Termination, Indian Claims Commissiono Termination resembles forced assimilation of the 1880’so Goals of the termination policies of 1950’s Pay off outstanding debts to tribes Tie up loose ends of treatise  Wipe out the reservations Assimilateo Congress passed a law that Indians were held responsible for acting as citizenso This ended the end of Americas recognition of 109 Indian tribeso Nixon asked Congress to repeal the resolution for terminationo Termination endured from end of WWII till 1970o By this time Indians were pushing to define their Indianness in their own ways- National Congress of American Indians- Lyndon Johnson’s War on Poverty- National Indian Youth Conference/Red Power- Fish-ins,